The effects of gender and dominant mental process on learning is an area of increased interest among educators. This study was designed to explore those effects on hypermedia learning. The hypermedia module was created using a modified hierarchical structure, and a pre-test/post-test was conducted. The Myers-Briggs Type Indicator (MBTI) was administered to establish students' dominant mental processes. Statistical tests employed were an independent samples t-test and one-way ANCOVAs. Findings indicated that gender and dominant mental process had significant effects on learning using hypermedia. Although females had greater gains on pre-test/post-test scores, both genders evidenced learning. Dominant mental process, as measured by MBTI, had significant influence on post-test scores. (Contains 1 table.)